TRANSFORMING GEOGRAPHY TEACHER EDUCATION THROUGH A COMPETENCY-BASED APPROACH
Abstract
This article examines the transformative impact of introducing a competency-based paradigm into geography teacher-education programmes at Chirchiq State Pedagogical University. Grounded in Uzbekistan’s 2030 Public Education Development Concept, the study integrates two innovative pedagogical tools -the “Cartographic Expedition” and the “Personal Research Dossier” to fuse field-based toponymic inquiry with advanced GIS and mobile-mapping technologies. A semester-long pilot conducted in the 2024-25 academic year yielded statistically significant gains in disciplinary competence, higher-order critical-thinking skills, and learners’ intrinsic motivation. The findings confirm that a well-aligned competency-oriented model elevates educational quality, produces analytically agile and ecologically literate graduates, and offers a scalable blueprint for nationwide reform in geography education.
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References
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